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This page first made public: Jul 12, 2015

Summary

Students will investigate the history of the environmental justice movement in the United States by situating it within the context of the US civil rights and environmental movements. The unit also makes connections to issues of environmental equity on a global scale. Student-centered discussions will connect environmental justice with the scientific background of the issues, and in particular its interrelatedness with hydrologic concepts.

Learning Goals

Unit 1 activities support the module goals of being able to articulate the principles of environmental justice as they relate to examples of water scarcity and contamination in varied geographic locations and proposing potential solutions to inequitable access to clean water based on principles of the hydrologic cycle. The specific learning objectives for this unit are as follows:

Students will define environmental justice.

Students will describe examples of how communities may be vulnerable to environmental hazards such as contaminated or depleted water sources usually used for domestic purposes.

Students will identify major events in the development of the environmental justice movement in the United States.

Context for Use

This unit is designed to function as one day of instruction in an introductory geology, environmental studies or global change class. The lecture is customizable for different teaching needs and the activities can be done in class, completed together, or completed as homework, depending on time and topical needs. As a stand-alone unit, the materials communicate the critical need for access to fresh water by people in different regions around the world all under differing circumstances. This unit explains the water quality access issues and steps communities took to improve access to drinkable water. This section of the module provides an overview of the history of the environmental justice movement in the United States, situating it within the context of the US civil rights and environmental movements. It also makes connections to issues of environmental equity on a global scale. The module will connect discussions of environmental justice with the scientific background of the issues.

Description and Teaching Materials

Activity 1.1: People and Environment Exploration Activity (10 min)

Because many students perceive "the environment" as existing only in wild nature and that what people "do" in "the environment" is nothing more than recreation, this exploration activity encourages students to think about what we mean when we say "the environment." This quick teaching tool challenges this stereotypical notion of environment as relatively untouched nature and shares the definition of the environment used in the environmental justice movement. Its intention is to help students see "the environment" all around them and as a result develop a strong foundation for understanding that human health and well-being depend on the environment.

For this activity, you will need images of different types of environments. You may choose to use photos from your own community or use other images from environmental organizations or government websites. Images such as the following should provoke a range of reactions. Project these images (or your alternative customized images) onto a classroom screen or hold up for viewing printed versions in a small, seminar style class. Instructions are as follows:

Show the images to your class one at a time, giving students a few moments to raise their hands, or not, in response to each image.

After showing all the photos, reflect briefly about the class consensus on which photos depict the environment. If most students responded affirmatively only to the wilderness and recreational sports photos, explain that this understanding reflects the mainstream view of the environment in the United States, but that those in the environmental justice movement see the environment differently. If students raised their hands for all photos, note that this understanding reflects the view of the environment typically held by people active in the environmental justice movement. You can contrast this perspective with those of people who view the environment as something that exists only in the wilderness.

Share the definition of the environment used in the environmental justice movement: "the places where we live, work, play and learn."

Choose one image to show to the class a second time. Ask them which of the five spheres of the earth system—atmosphere, biosphere, geosphere, cryosphere and hydrosphere—appear in the image. Repeat this for as many images as time allows so that students get the message that the environment usually involves all five of Earth's interacting spheres.

Provenance: US EPA photo by Danny HartReuse: A United States government work prepared by an officer or employee of the United States government as part of that person's official duties. It is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: • reproduce the work in print or digital form; • create derivative works; • perform the work publicly; • display the work; • distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.

Provenance: US EPA Photo by Eric VanceReuse: A United States government work prepared by an officer or employee of the United States government as part of that person's official duties. It is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: • reproduce the work in print or digital form; • create derivative works; • perform the work publicly; • display the work; • distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.

Provenance: Photo by Gwen Bausmith, U.S. EPAReuse: A United States government work prepared by an officer or employee of the United States government as part of that person's official duties. It is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: • reproduce the work in print or digital form; • create derivative works; • perform the work publicly; • display the work; • distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.

Provenance: US EPAReuse: A United States government work prepared by an officer or employee of the United States government as part of that person's official duties. It is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: • reproduce the work in print or digital form; • create derivative works; • perform the work publicly; • display the work; • distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.

Provenance: US EPA Eric VanceReuse: A United States government work prepared by an officer or employee of the United States government as part of that person's official duties. It is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: • reproduce the work in print or digital form; • create derivative works; • perform the work publicly; • display the work; • distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.

Provenance: US EPA Photo by Eric VanceReuse: A United States government work prepared by an officer or employee of the United States government as part of that person's official duties. It is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: • reproduce the work in print or digital form; • create derivative works; • perform the work publicly; • display the work; • distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.

Provenance: US EPAReuse: A United States government work prepared by an officer or employee of the United States government as part of that person's official duties. It is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: • reproduce the work in print or digital form; • create derivative works; • perform the work publicly; • display the work; • distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.

Provenance: US EPAReuse: A United States government work prepared by an officer or employee of the United States government as part of that person's official duties. It is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: • reproduce the work in print or digital form; • create derivative works; • perform the work publicly; • display the work; • distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.

Aftermath of the 2000 Jasper Fire, west of Jewel Cave National Monument in the southern Black Hills of South Dakota.

Provenance: Photo Credit: Joyce Williamson, USGS.Reuse: A United States government work prepared by an officer or employee of the United States government as part of that person's official duties. It is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: • reproduce the work in print or digital form; • create derivative works; • perform the work publicly; • display the work; • distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.

Provenance: Photo Credit: Seth Munson , USGS.Reuse: A United States government work prepared by an officer or employee of the United States government as part of that person's official duties. It is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: • reproduce the work in print or digital form; • create derivative works; • perform the work publicly; • display the work; • distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.

Burdick Elevator for grain storage in New Ulm, Minnesota. The county seat trading center remains predominately a farming community although its growth since 1950 has been due to the arrival of manufacturing firms.

Provenance: US National Archives, accessed via Flickr.com https://www.flickr.com/photos/usnationalarchives/4727541982/in/set-72157624339721444 U.S. National Archives’ Local Identifier: 412-DA-15691 Photographer: Truman, GaryReuse: No known copyright restrictions

U.S. Department of Agriculture’s (USDA) Animal and Plant Health Inspection Service (APHIS) employee inspects fumigated logs near the Port of New Orleans in New Orleans, Louisiana, on Wednesday, Nov. 20, 2013.

Provenance: USDA photo by Anson EaglinReuse: You are free to: Share — copy and redistribute the material in any medium or format Adapt — remix, transform, and build upon the material for any purpose, even commercially. The licensor cannot revoke these freedoms as long as you follow the license terms. Under the following terms: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits. Notices: You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation. No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.

Provenance: Wild Alaska. Uploaded for Flickr member threedoglight. Accessed via Flickr.com: https://www.flickr.com/photos/usepagov/2380620890/in/pool-epa2008final3/Reuse: A United States government work prepared by an officer or employee of the United States government as part of that person's official duties. It is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws: • reproduce the work in print or digital form; • create derivative works; • perform the work publicly; • display the work; • distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.

After having considered the idea of what constitutes "the environment," this activity will help students hone their definitions of environmental justice. Instructions are as follows:

Ask students to brainstorm a definition of the term "justice," jotting down some notes as they think up their definitions. Give students a minute or two for this task.

Ask students to get together in pairs or at most, groups with three or four students, so they can share their definitions.

Ask for responses from some or all of the pairs or small groups. Using the students' definitions, help the class as a whole construct a general definition for "justice." The instructor might choose to compare the class definition with one from an encyclopedia or dictionary. For example, the Oxford English Dictionary offers as a definition of justice: i. just behavior or treatment; ii. the fair treatment of people; iii. the quality of being fair or reasonable.

Give students a moment to think about potential scenarios associated with the concept of environmental justice. They might consider situations they have encountered personally or situations they noticed in the visuals shown by the instructor in the exploration activity. Have the students share their examples in their pair or group and then share with the whole class. Instructor may list examples on the board.

Have students combine the ideas from the discussion and their definitions of environment and justice to derive a working definition of environmental justice. Give them several minutes to write down their definitions.

Activity 1.3: Presentation and Discussion of the Development of the Environmental Justice Movement (20 min)

a. The EPA definition of environmental justice is as follows: Environmental Justice is the fair treatment and meaningful involvement of all people regardless of race, color, national origin, or income with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies. EPA has this goal for all communities and persons across this nation. It will be achieved when everyone enjoys the same degree of protection from environmental and health hazards and equal access to the decision-making process to have a healthy environment in which to live, learn, and work.

Environmental racism is the disproportionate impact of environmental hazards on people of color. Environmental justice is the movement's response to environmental racism. "Environmental equity" is not environmental justice. "Environmental equity" is the government's response to the demands of the Environmental Justice Movement. Government agencies, like the EPA, have been co-opting the movement by redefining environmental justice as "fair treatment and meaningful involvement," something they consistently fail to accomplish, but which also falls far short of the environmental justice vision. The Environmental Justice Movement isn't seeking to simply redistribute environmental harms, but to abolish them.

Ask students to place their definitions along a continuum between both definitions. For example, draw a line on the board with the EPA definition at one end and EJnet definitions at the other; have students place a Post-it note along the line that shows the placement of their environmental justice definition.

Discuss as a class the ways the definitions generated by the class differ from or are similar to the EPA and EJnet definitions. Allow students to move their Post-it notes after the discussion and explain, if they would like to, why they did so.

Activity 1.4: Minute Paper (10 min):

A "minute paper" provides the opportunity for the instructor to determine, in real time, whether the students' perception of the central points match up with those of the instructor. It will also give students an opportunity to organize their thoughts and reflect on what they have encountered in the curricular materials. For this material, ask students to address the following:

What two events or examples related to environment and justice from today's class do you personally consider significant? Explain why you find them meaningful.

Offer an example of a potential environmental hazard for your city or region.

You might also include in the minute paper the chance for students to point to an aspect of the lesson that remains unresolved in their minds. Such remaining issues can provide jumping off points for further reflection.

Teaching Notes and Tips

Teaching notes, specific to each activity, may be found here (private instructor-only file):

This file is only accessible to verified educators. If you are a teacher or faculty member and would like access to this file please enter your email address to be verified as belonging to an educator.

These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate.
The materials engage students in understanding the earth system as it intertwines with key societal issues.
The collection is freely available and ready to be adapted by undergraduate educators across a range of courses including:
general education or majors courses in Earth-focused disciplines such as geoscience or environmental science,
social science, engineering, and other sciences, as well as courses for interdisciplinary programs.Explore the Collection »

Page Text

Images

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US EPA photo by Danny Hart

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A United States government work prepared by an officer or employee of the United States government as part of that person's official duties.
It is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws:
• reproduce the work in print or digital form;
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US EPA Photo by Eric Vance

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A United States government work prepared by an officer or employee of the United States government as part of that person's official duties.
It is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws:
• reproduce the work in print or digital form;
• create derivative works;
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Photo by Gwen Bausmith, U.S. EPA

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A United States government work prepared by an officer or employee of the United States government as part of that person's official duties.
It is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws:
• reproduce the work in print or digital form;
• create derivative works;
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US EPA

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A United States government work prepared by an officer or employee of the United States government as part of that person's official duties.
It is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws:
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US EPA Eric Vance

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A United States government work prepared by an officer or employee of the United States government as part of that person's official duties.
It is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws:
• reproduce the work in print or digital form;
• create derivative works;
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US EPA Photo by Eric Vance

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A United States government work prepared by an officer or employee of the United States government as part of that person's official duties.
It is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws:
• reproduce the work in print or digital form;
• create derivative works;
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• display the work;
• distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.

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Provenance

US EPA

Reuse

A United States government work prepared by an officer or employee of the United States government as part of that person's official duties.
It is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws:
• reproduce the work in print or digital form;
• create derivative works;
• perform the work publicly;
• display the work;
• distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.

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US EPA

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A United States government work prepared by an officer or employee of the United States government as part of that person's official duties.
It is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws:
• reproduce the work in print or digital form;
• create derivative works;
• perform the work publicly;
• display the work;
• distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.

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Photo Credit: Joyce Williamson, USGS.

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A United States government work prepared by an officer or employee of the United States government as part of that person's official duties.
It is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws:
• reproduce the work in print or digital form;
• create derivative works;
• perform the work publicly;
• display the work;
• distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.

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Photo Credit: Seth Munson , USGS.

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A United States government work prepared by an officer or employee of the United States government as part of that person's official duties.
It is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws:
• reproduce the work in print or digital form;
• create derivative works;
• perform the work publicly;
• display the work;
• distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.

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USDA photo by Anson Eaglin

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You are free to:

Share — copy and redistribute the material in any medium or format
Adapt — remix, transform, and build upon the material
for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:

You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.

Provenance

Reuse

A United States government work prepared by an officer or employee of the United States government as part of that person's official duties.
It is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws:
• reproduce the work in print or digital form;
• create derivative works;
• perform the work publicly;
• display the work;
• distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.

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Jill Schneiderman, Vassar College

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Jill Schneiderman, Vassar College

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Jill Schneiderman, Vassar College

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